Select the appropriate term below to view the special topics courses offered at that time.
|Course Title||Course Information||Day||Time||Instructor||Description|
|Building a Creative Life: Inquiry, Imagination, Action||ART 3994, D02, 17673||TR||3:20-5:00pm||Rudquist||This course explores the two sides of living a creative life: meaning making (developing a strong sense of personal expression) and professional practice (application of communication, leadership and management skills). Using a project-based approach anchored by a social justice theme, students will engage in a community of ethical, interdisciplinary artists and thinkers responding to and shaping the world we live in. Open to students from all disciplines and majors, this course is the first of a three-part seminar required for all studio art and art history majors and minors (replaces senior seminar). Pre-requisite: any one course in ART or ARTH.|
|Rhetoric of Resistance: Place, Power, and Protest||COMM 4994, D01, 17635/CRST 4994, D01, 17701||MWF||2:15-3:20pm||McCue-Enser||
This class will use readings, audio-visual artifacts, documentaries, and local site visits to explore the relationship between place, power, and protest. We will explore the role of historical discourses about people and place and the ways in which they work to construct a fixed notion of belongingness as well as how non-dominant voices assert alternative ways of being and belonging. Grounded in indigenous theories of decolonialism, as well as queer and feminist, this course examines the ways in which discursive, visual, and performative texts reveal, challenge, and transform cultural norms. Meets the CRST core requirement.
|Clinical Education||DPT 7661, G01, 17669||M-F||8:00am-5:00pm||Anderson, Ingman||This special topics course coincides with DPT 7145 Clinical Education II during semester one of year three of the DPT Program. DPT 7145 is a 12-week clinical experience. This special topics course covers an additional one week in the clinic to replace some of the time lost from the cancellation of DPT 5070 in response to the COVID-19 pandemic. Refer to the course description for DPT 7145 for more details.|
|Food is Medicine||FSNU 2992, D01, 17697||Online||Online||Thames||
|Journeys of Death and Dying||HHS 6982, G01, 17104||R||6:00-9:00pm||Geisler||In this course, we examine the historical, social, cultural, political, spiritual, and ethical context of the dying process, death rituals, care of the body, the grieving process and bereavement from a holistic perspective. Using theories, research, personal experiences, reflection, critical thinking, intuition, art, writing, and collaborative learning strategies, we examine the emotions, behaviors, beliefs, attitudes, symbols, rituals, and meaning-making related to death and dying. We will explore multifaceted roles (e.g. dying person, caregivers, family members, friends, professionals) and discuss how these roles contribute to the understanding of, preparation for, and coping with death and dying.|
|Plants, Culture and Healing||HHS 6992, G01, 17046||R||6:00-9:30pm||Geisler||This course focuses on the holistic healing relationship between humans and plants. We explore this relationship from a number of historical, philosophical, and cultural backgrounds by learning how plants and humans interact for mutual healing, ritual/ceremony, and meaning making. We encourage students to engage in their own ethical relationships with plants to develop a deep, holistic appreciation for the natural world and better understand myriad pathways of plant healing. We practice both the science and art of identifying, communicating with, gathering, preparing, storing, and using plants.|
|Community Health Worker Role, Advocacy, Outreach and Resources||HLTH 1973, D01, 17824/W01, 17825||T||5:30-9pm||Mumm||
This course defines the role of the Community Health Worker (CHW). Students will explain strategies for personal safety in relations to home visits. Students will also gain an understanding of the value of self-care, and personal wellness. Students will also become familiar with the health-related needs of their communities and cultural considerations. Students will learn about their role as a liaison, connecting clients and appropriate community resources.
|Health Communication and Cultural Competence, Teaching and Capacity Building||HLTH 1983, D01, 17826/W01, 17827||T||5:30-9pm||Khanal||
This course will introduce concepts of verbal and non-verbal communication required for the CHW to effectively interact with clients, their families and healthcare providers of all backgrounds. Students apply skills such as active listening and motivational interviewing. This course also focuses on the CHW's role as a teacher to increase the capacity of the community and the client to access the health care and social services systems. Course materials will emphasize empowering clients to become self-sufficient in achieving personal health goals within the role of the CHW. Pre-requisite with concurrency: HLTH 1973, D01/W01 - Community Health Worker Role, Advocacy, Outreach and Resources.
|Documentation, Legal and Ethical Issues in Community Health Work||HLTH 1993, D01, 19822/W01, 19823||T||5:30-9pm||Khanal||
This course also focuses on the importance and ability of the CHW to gather, document and report client visits and other activities. The emphasis is on appropriate, accurate and clear documentation considering legal and agency requirements for the CHW to effectively interact with clients, their families and healthcare providers of all backgrounds. Students apply skills such as active listening and motivational interviewing. This course also focuses on the CHW's role as a teacher to increase the capability of the community and the client to access the health care and social services systems. Course materials will emphasis empowering clients to become self-sufficient in achieving personal health goals within the role of the CHW. Pre-requisite with concurrency: HLTH 1983, D01/W01 - Health Communication and Cultural Competence, Teaching and Capacity Building.
|Understanding Structural Inequality||INTP 6993, G01, 17768||Online||Online||Sever-Hall||
Disability, as a conceptual and analytical framework, offers important interventions in our understanding of contemporary structural inequities in U.S. society. The course introduces you to the genre of historical writing, the usage of both primary and secondary sources in scholarship, and critical awareness of the roots of contemporary social inequities. Using a historical lens, this course encourages you to build connections between Disability Studies and Interpreting Studies as interdisciplinary fields. This course also scaffolds toward the framework attained through INTP 6250, Becoming Agents of Change, of emphasizing equity through intersectional, coalitional, and transformative approaches.
Themes in this course intertwine disability history with the histories of the carceral state, colonialism and imperialism, social reform movements, immigration, and language policy. This course draws from multiple types of media and sensory materials. Such materials include podcasts, movies, public historical scholarship, academic articles and monographs, and historical primary source materials like photographs, newspaper articles, film clips, and proceedings.
A nuanced, keen understanding of structural inequities offers you an expanded toolbox in which you can have critical, difficult conversations about equity, power, and privilege.
|Senior Seminar and Portfolio Review||LONG 4990, D01, 17867||Online||Online||Myers||This course, taken concurrently with the capstone course in the student’s major, is a capstone experience for the Longevity and Aging (L&A) minor in which a student in their senior year finalizes their L&A Portfolio, guided by the minor program director. Over the course of the minor, the student will have collected curricular and co-curricular projects relating to Longevity and Aging, including artifacts from courses in a variety of disciplines. In this capstone course, the student will reflect on and critically analyze the experiences and artifacts in their portfolio and formally document their metacognitive learning regarding the many dimensions of longevity and aging. Pre-requisites: Instructor approval required. Students must have completed or be concurrently registered for all other requirements of the minor AND must be concurrently registered for the capstone course in their major.|
|Senior Seminar and Portfolio Review||LONG 4991, D01, 17868||Online||Online||Myers||This course is a capstone experience for the Longevity and Aging (L&A) minor in which a student in their senior year finalizes their L&A Portfolio, guided by the minor program director. Over the course of the minor, the student will have collected curricular and co-curricular projects relating to Longevity and Aging, including artifacts from courses in a variety of disciplines. In this capstone course, the student will reflect on and critically analyze the experiences and artifacts in their portfolio and formally document their metacognitive learning regarding the many dimensions of longevity and aging. Pre-requisites: Instructor approval required. Students must have completed or be concurrently registered for all other requirements of the minor.|
|Global Sourcing||MRCH 3994, D01, 17814||TR||1:30-3:10pm||Parr||Global sourcing is a course focused on supply chain management in today's agile industry. It will cover global factors, CSR and sustainability, sourcing, buying, assortment, category management, planning, data, logistics and financing and profit. Course will utilize case studies and simulations. Pre-requisites: Junior or senior status.|
|Asian Philosophy||PHIL 2994, D01, 17431||MWF||1:00-2:05pm||Johnson||Who am I? What’s real? How should we treat one another? Is truth relative? How should we treat the natural world? What happens to us after death? How should we live together in society? Where does suffering come from? What’s enlightenment? In this course, we’ll explore these questions and more through the lens of Confucian, Daoist, Hindu, and Buddhist philosophical traditions. This course satisfies the Philosophy Core Requirement and counts toward the Philosophy Major and the Philosophy Minor.|
|Race, Racism, and Reparations||PHIL 4994, D01, 17537||TR||1:30-3:10pm||Hilden||In this course, we will explore the origins of racial and caste categorization and the systems and practices of domination and subordination that were built around these categories. We will apply philosophical methodologies to historical analyses, narratives, poetry, economics, political and social theory and will ultimately look at how to end these systems and practices through anti-racism movements, solidarity, and reparations.|
|Psychology of Sexual Orientation with Lab||PSYC 4994, D01, 17790/D50, 17791; WOST 4994, D01, 17810/D50, 17811||TR; R||1:30-3:10pm; 3:20-5:00pm||Filip-Crawford||Also offered as WOST. This course examines contemporary and historical perspectives and research related to the lives and experiences of lesbian, gay, bisexual, and transgender individuals. Topics will include identity development, “coming out” processes, stereotypes and sexual prejudice, health disparities, and current LGBT-relevant public policy issues. Students will participate in laboratory exercises and design and execute a group research project. Pre-requisites: PSYC 1001, PSYC 1090, and PSYC 3000.|
|Wellness Practices in the Helping Professions||SOWK 3994, D01, 17629||R||1:00-4:30pm||Bidwell, Winkler||This course will provide an opportunity for students in the helping professions to explore and engage in practices that foster sustainable personal and professional resilience, wellness and well-being. Together, we will discover ways to grow a “community of care” that supports ethical practice and compassionate leadership within a multidisciplinary context. The community of care approach embraces various ways of knowing and fosters diversity, equity, and inclusion by considering self, others, and community. Within this course we will engage in a variety of activities grounded in mindfulness and stress reduction as we develop self-care plans and community of care plans. S/U graded.|
|Course Title||Course Information||Day||Time||Instructor||Description|
|Computer Aided Design and Development||APPD 4994, D01, 25652||M||6:00-9:30pm||Pasricha||To build on the students base knowledge in patternmaking, grading, fabric consumption, and fashion illustration by converting these skills into a digital format and adding a 3D element using industry software. Pre-requisites: Junior/Senior Apparel Design Major and APPD 3150 Patternmaking.|
|Art and Social Justice: Using Clay to Engage Community||ART 2994, D01, 26055||MW||10:55am-1:20pm||Rudquist||
How can art, specifically the medium of clay, be used to promote social justice? In this unique course, students will learn the basics of working with clay, event planning, art activism and non-profit community partnerships by participating in the St. Kate’s Empty Bowls Project. Students will work with Open Arms of Minnesota, a local organization committed to feeding chronically ill patients and their caregivers. Students will gain an understanding of the Open Arms mission and how art can create meaningful connections between the organization’s clients, their donors and the community at large. Using what they learn from this experience, students will research other art activist projects and propose a social justice event/project that incorporates clay and engages the broader community. Students from all disciplines are encouraged to take this class and discover what they can bring to the table.
|Art and Perception||ARTH 2994, D01, 25943 and W01, 26058||R||6:00-9:30pm||Hamlin||This is a JANUARY term course. Arts-based training is emerging in a variety of fields including health care, education, business, and law. It assumes that close encounters with works of art enhance our observational acuity as well as our skills in cognitive recognition and empathy. Inspired by Amy Herman's "Art of Perception" seminar and her book Visual Intelligence, this hybrid course is designed to help you claim your visual intelligence in your work and life. We will study and discuss artworks in person and in reproduction through a variety of exercises including "slow looking," drawing, and writing. Students will leave this class with an enhanced capacity for communication in a variety of modes, a deeper appreciation for the visual arts and their histories, as well as an ability to analyze the impact of systems of power and privilege that are perpetuated in visual communication.|
|Art and Power||ARTH 2994, D02, 25944||TR||1:30-3:10pm||Hamlin||
This course explores the multiple intersections of art and power by considering the histories and meanings of objects on display in the permanent collection of the Minneapolis Institute of Art (hereafter Mia). It asks the following questions: What is the history of museums? What is the history of this museum? Whom does the museum serve? Why is this object in this collection? Why does it look the way it does? What is the social location of the intended viewer? What is the object’s relationship to power? What is the viewer’s relationships to power? Students choose an artwork on view at the Museum and work closely with the instructor, as well as with Museum and University Librarians, to excavate the histories of the chosen object. Students compose an annotated bibliography and object biography that takes as its point of departure that “museums are not neutral.”* Developed in 2018-2019 with Nam Provost (Diversity & Inclusion Manager at Mia), this course may serve as reference for an emerging cultural competency curriculum for Mia staff. This course satisfies both the University’s core Fine Art requirement and Writing Intensive requirement, and is cross listed with Critical Studies of Race and Ethnicity. No pre-requisites.*This phrase was coined by art historians and activists La Tanya Autry, Teressa Raiford, and Mike Murawski. See https://artstuffmatters.wordpress.com/museums-are-not-neutral/
|Practical X-Ray Diffraction in Chemistry||CHEM 4994, D01, 25948||MTWR||8:30am-12:30pm||Janzen||This is a JANUARY term course. While solution characterization methods are routinely employed in chemistry to identify molecular structures, data obtained using these methods can be misleading or lack important details. X-ray crystallography can reveal accurate structural information about systems that is either difficult or impossible to obtain through other methods. In particular, intermolecular and intramolecular information can be gleaned from crystallography can have important consequences on solution properties like NMR and on solid-state properties such as absorbance or photoluminescence, mechanical behavior, and magnetic properties. This course will focus on the application of single-crystal X-ray methods in chemistry to organic and inorganic molecular systems. Topics covered in the course will include theory of diffraction, use of diffraction instrumentation, X-ray safety, crystal growth and mounting, data collection, structure refinement, use of relevant databases, and graphical manipulation and presentation of crystallographic data. The course will consist of class lectures and an integrated lab component where students will complete all steps of the process to acquire, refine, and present X-ray data results. Pre-requisite: CHEM 2020 Organic Chemistry II grade of C- or better.|
|Feed Your Health||FSNU 3992, D01, 26154 and W01, 26155||MT||1:30-4:30pm||Breen, Shafto||This is a JANUARY term course. Food Matters is an applied nutrition course for health professional students. The course addresses the role of food in specific health conditions and its function in health promotion and disease prevention. The course guides future health professionals in the procurement, preparation and consumption of sustainably raised whole foods for self care and the translation of this to patient care. This course caters to students interested in the health professions.|
|History Goes to the Movies||HIST 2320, D01, 25955||TR||1:30-3:10pm||Neiwert||In spring 2020, HIST 2320: History at the Movies will focus on the British experience of The First World War. We will watch four films that will serve as a jumping off point to better understand how the war was experienced and how it is remembered today. We will particularly consider the experiences of women and war in our course.|
|Applied Computing II||MATH 2994, D01, 26073||MW||2:10-3:50pm||Pelatt||
Applied Computing II introduces students to the importance of gathering, cleaning, normalizing, visualizing and analyzing data to drive informed decision-making, no matter the field of study. Students will learn to use a combination of tools and techniques, including spreadsheets, SQL and Python to work on real-world datasets using a combination of procedural and basic machine learning algorithms. They will also learn to ask good, exploratory questions and develop metrics to come up with a well thought-out analysis. Presenting and discussing an analysis of datasets chosen by the students will be an important part of the course. Like AC101, this course will be “flipped,” with content learned outside of class and classroom time focused on hands-on, collaborative projects. Pre-requisite: Applied Computing I or CSCI 1110. This course does not satisfy the MATH/STAT core requirement; it does apply toward the Data Science major as an introductory course.
|Introduction to Set Theory||MATH 4994, D01, 25048||MWF||12:15-1:20pm||Ross||
|Leading in Uncertainty for Personal and Organizational Performance||ORLD 6992, T01, 26471||Online||Online||Radd||This course seeks to examine how leaders can stay grounded, function effectively, and provide positive
influence in the midst of uncertain circumstances. Individually, each student will select a topic to study
that is related to significant uncertainty and for which solid information is not readily available (example,
US-Cuba relations, the Coronavirus), gather information related to that topic, track their learning
experience, and provide a presentation to the class at the end of the term. As a group, students will
engage in reading, viewing, class discussion, and assignments focused on leadership and its connection
to human learning, decision making, organizational performance, and self-care, particularly as they
relate to contexts of uncertainty. Throughout, we will examine how culture presents a framework to
constrain and/or expand conceptions and enactment of leadership, performance, and well-being.
|Ethics and Immigration||PHIL 2994, D01, 24484||MW||2:10-3:50pm||Johnson||In this course we will examine a philosophical discussion about the ethics of immigration. In particular, we will focus on questions about the ethics of opening and closing borders along with a consideration of the moral claims and rights of refugees, guest workers, and others.|
|The Human Animal and the Evolution of Love, Beauty, and Society||PHIL 4994, D01, 25461||TR||1:30-3:10pm||Hilden||In this course, we will examine some recent studies in evolutionary biology and evolutionary psychology, anthropology, paleontology, and cultural studies to examine how human desires around love, attraction, and beauty have developed. In addition, we will explore how our societies and contemporary practices have emerged from evolutionary pressures and human responses to them. We will also attend to ways in which some of these developments may not have been adaptive in ways that would promote our flourishing as a species within the larger natural and social world. From these scientific studies, we will explore how these findings are epistemologically and ethically important for a sense of ourselves as a species.|
|The Politics of Global Cities||POSC 2994, D01, 26021||MW||12:15-1:55pm||Lesinski||Minneapolis has implemented a minimum wage hike that exceeds the standards of both the state and federal levels. Chicago is among hundreds of places that have declared themselves as “sanctuary cities” for undocumented immigrants. Leaders from over 7,500 urban areas across the US, Europe, and beyond pledged to work together to combat climate change despite the White House’s withdrawal from the Paris Accords. As these examples illustrate, cities are increasingly gaining power in global politics, and global cities are leading the charge. As politically-organized entities, cities are defining agendas at both the national and international levels, challenging the notion that cities are animals of the state. This course will dive into these tensions, and ask the following: What makes a city “global”? Why are the Twin Cities, Rio de Janeiro, and Berlin in a different category from New York, Paris, and Tokyo? What makes them unique? What issues do they face and address? In bypassing it, are cities really replacing the state? How are non-global cities addressing international questions?|
|Interrogating Human Rights||POSC 4994, D01, 26061||TR||1:30-3:10pm||Lesinski||
What are human rights? Who needs them and who grants them? How are they applied in the real world?
This course is divided into three units. It will begin with an exploration of what constitutes human rights and the institutions that promote them. Students will also interrogate the contradictions inherent to the concept of human rights (universalism vs. relativism; globalization vs. sovereignty). During the second unit students will familiarize themselves with readings on human rights and environmental issues in the extractive sector in Latin America. The third unit will revolve around a collective class project in conjunction with the State Department’s Diplomacy Lab, and will culminate with formal recommendations to the U.S. State Department on best practices in protecting human rights defenders and advancing human rights. Case studies will vary (ex. mining and extraction sites). Pre-requisite: Students must have completed at least one POSC course prior to enrolling in POSC 4994, or instructor approval.
|Personality Theories with Lab||PSYC 4994, D01, 25067 and D50, 25700||MWF (D01); W (D50)||12:15-1:20pm (D01); 2:10-3:50pm (D50)||Roberts||This course covers major theories and research that consider the definition, development, motivation, assessment and change of personality, as well as evaluation and comparison of the cognitive, biological, behavioristic, trait, psychoanalytic, and humanistic approaches in particular. Students will participate in weekly laboratory exercises and design and execute an independent research project. Basic psychometric theory and applications will also be discussed. Students must also register for lab. Pre-requisites: PSYC 1001, 1090 (or equivalent), & 2060/3000 with a C- or better. May not be taken concurrently.|
|Data Science with R||STAT 4994, D01, 25433||MW||2:10-3:50pm||Fry||This course introduces students to how statistical programming can be used to extract meaningful information from a variety of data sources, including large and complex datasets. Students will gain experience tidying, wrangling, and visualizing data using R/RStudio. Pre-requisite: STAT 2080 or STAT 2090, or permission of instructor.|
|COURSE TITLE||COURSE INFORMATION||DAY||TIME||INSTRUCTOR||DESCRIPTION|
|Advanced Digital Photography||ART 3994, D01
|9:10am-11:30am (online)||Deutsch||This course is a continuation of ART 1370 with greater independence, emphasizing advanced work in digital photography. Students are expected to pursue a semester-long project of their own design in consultation with the instructor. Offered in conjunction with ART 1370. Pre-requisite: ART 1370.|
|Advanced Black and White Photography||ART 3994, D02, CRN 26571||
|2:15pm-4:35pm (online)||Deutsch||This course is a continuation of ART 2360 with greater independence, emphasizing advanced work in analog and digital black and white photography. Students are expected to pursue a semester-long project of their own design in consultation with the instructor. Offered in conjunction with ART 2360. Pre-requisite: ART 2360.|
|A History of Art I||ARTH 2994, D02, CRN 26406/W02, CRN 26713||TR (online)||5:30pm-7:10pm (online)||Hamlin||This course offers a critical introduction to the past, present, and future of the discipline and methods of art history. Instead of exploring a traditional survey of the art of the so-called West, we will consider and critique that tradition by excavating the decommissioned university slide collection. These slides, which were used for several decades to teach art history at St. Kate’s, contain miniature reproductions of artworks that served to illuminate the master narrative of art history. In this process of excavation, we will reveal absent narratives and co-create counter-narratives for a future history of art. In learning the history of art history at St. Kate’s, students will also learn about the history of the stolen land that St. Kate’s occupies. As such, this course will engage Native feminist theories as well as Black feminist thought; key texts will condition a future history of art as speculative fiction. Students will leave this class with an enhanced capacity for critical and creative thinking, a deeper appreciation for the visual arts and their histories, as well as an ability to analyze the impact of systems of power and privilege that are perpetuated in academic disciplines and institutions. This is an online course with no pre-requisites, and it satisfies the Fine Arts Core requirement.|
|Biology of Longevity and Aging||BIOL 3994, D01, CRN 26666||W (online)||2:10pm-3:50pm (online)||Myers||The Biology of Longevity and Aging course is designed to expand students’ understanding of and appreciation for the complexity and integrative nature of Geroscience. This course will embrace an interventional lens and discuss the differences between lifespan and healthspan - and the impact that health disparities and societal inequities have on individuals’ biological experiences of aging. Students will be introduced to the Hallmarks of Aging Framework and discuss interventional targets of age-related biological dysfunction including: genomic instability, telomere attrition, epigenetic alterations, loss of proteostasis, deregulated nutrient sensing, mitochondrial dysfunction, cellular senescence, stem cell exhaustion, and altered intercellular communication. Importantly, this course will emphasize innovative technologies, interventions, and pharmacological strategies that aim to improve both healthspan and lifespan. Students will also work closely with the instructor and with peers to hone their graphical representation and interpretation skills through the discussion of primary literature in this growing field. This course counts towards the Longevity and Aging minor. Pre-requisites: BIOL 1710 (FBI) & BIOL 1720 (FBII) OR BIOL 2610 (Human A&P I) & BIOL 2620 (Human A&P II) & CHEM 1110 (Gen Chem I), as well as at least concurrent registration with BIOL 2720.|
|Core Integrative Study Seminar: The Art of Biology||CORE 2800, D01, CRN 26639/W01, CRN 26640||MWTR (online)||10:30am-12:00pm (online)||Chase, Gildensoph||This is a JANUARY term course. The Art of Biology is a cross listed (art and lab science) CISS class taught by the team of Carol Lee Chase, studio art professor and Lynne Gildensoph, biology professor. This class will examine and experience several specific areas where biology and art intersect: including biological illustration and the influence of plant and cellular structures on art. Through lecture, lab observation and studio practice, students will gain a greater understanding of biological structure and anatomy as well as studio art skills and an exposure to modern and contemporary art. Meets the Natural Sciences and the Fine and Performing Arts core requirements.|
|Clinical Education||DPT 7661, G01, 26700||MTWRF||8:00am-5:00pm||Anderson, Ingman||This special topics course coincides with DPT 7155 Clinical Education III during semester two of year three of the DPT Program. DPT 7155 is an 11-week clinical experience. This special topics course covers an additional two weeks in the clinic to replace some of the time lost from the cancellation of DPT 6055 in response to the COVID-19 pandemic. Refer to the course description for DPT 7155 for more details.|
|COVID-19: Economics and Public Health Interdisciplinary Seminar||ECON 3994, D01, CRN 26604/W01, CRN 26606 & HLTH 3994, D01, CRN 26605/W01, CRN 26607||Online||Online||Chu, Mason||
This is a JANUARY term course. The spread of COVID-19 has brought enormous challenges that require both public health and economic policy responses. In this course students will explore how the fields of public health and economics can help us make sense of the global pandemic. Students will learn how to interpret information and evaluate policy proposals using theories and best practices from both disciplines. Drawing from news media sources and emerging academic research, the reading list will engage students in questions related to infectious disease transmission, control and containment strategies, unemployment and inequality. The class will be led by two professors, an epidemiologist and a labor economist. Meets the social science core requirement. Pre-requisite: HLTH 1090, ECON 1090, STAT 1090, PSYC 1090 or an equivalent statistics course
|Women and Slavery US||HIST 3974, D01, CRN 26580/WOST 3974, D01, CRN 26581||TR (online)||10:10am-11:50am (online)||Carroll||This course focuses on the impacts of the institution of slavery in the United States on the experiences, roles and status of enslaved women, free black women and elite white women in the South, and northern black and white women active in the anti-slavery movement, 1800-1865.|
|Empire and Resistance: Building and Breaking the British Empire||HIST 3984, D01, CRN 26579||MWF (online)||11:00am-12:05pm (online)||Neiwert||"The sun never sets on the British Empire"...this famous phrase was meant to convey the geographic breadth and strength of the British Empire. However, the idea of its strength was always an illusion. From its very beginnings, the colonized people caught up in the British Empire were actively working to break the British Empire. In this class, we will learn more about the making and breaking of the British Empire, from the perspective of Great Britain and the indigenous populations in Britain's empire. We will consider particularly the perspectives of women and children and will draw on examples from the British Empire in Asia, Africa, the Caribbean, and the Middle East.|
|Senior Seminar and Portfolio Review||LONG 4990, D01, CRN 26801||Online||Online||Myers||
This course, taken concurrently with the capstone course in the student’s major, is a capstone experience for the Longevity and Aging (L&A) minor in which a student in their senior year finalizes their L&A Portfolio, guided by the minor program director. Over the course of the minor, the student will have collected curricular and co-curricular projects relating to Longevity and Aging, including artifacts from courses in a variety of disciplines. In this capstone course, the student will reflect on and critically analyze the experiences and artifacts in their portfolio and formally document their metacognitive learning regarding the many dimensions of longevity and aging. Pre-requisites: Instructor approval required. Students must have completed or be concurrently registered for all other requirements of the minor AND must be concurrently registered for the capstone course in their major.
|Senior Seminar and Portfolio Review||LONG 4991, D01, CRN 26802||Online||Online||Myers||This course is a capstone experience for the Longevity and Aging (L&A) minor in which a student in their senior year finalizes their L&A Portfolio, guided by the minor program director. Over the course of the minor, the student will have collected curricular and co-curricular projects relating to Longevity and Aging, including artifacts from courses in a variety of disciplines. In this capstone course, the student will reflect on and critically analyze the experiences and artifacts in their portfolio and formally document their metacognitive learning regarding the many dimensions of longevity and aging. Pre-requisites: Instructor approval required. Students must have completed or be concurrently registered for all other requirements of the minor.|
|Mathematical Modeling||MATH 4994, D01, CRN 25048||MWF (online)||4:50pm-5:55pm (online)||Lenarz||This course is an introduction to the elements of mathematical modeling. Students will learn about application-driven mathematical methods motivated by problems from within and outside of mathematics, emphasizing the usefulness of mathematics in problem-solving, and demonstrates the connections among different mathematical topics. We will discuss applications such as the spread of disease, investment accounts, traveler behavior at airports, vehicular stopping distance, voting tendencies, graph coloring problems, and selected problems from game theory. Pre-requisite: Math 1140 or permission of the instructor.|
|Environmental Leadership||ORLD 6993, T01, 26656||TRS||
This is a JANUARY term course. Environmental issues present challenges and opportunities for leaders in
This course will examine the concept of sustainability (including its ethical, economic and environmental implications), and explore theories of environmental
Throughout the course, we will investigate what environmental leadership means, and what it requires in practice. Do leaders have a moral obligation to take action to address climate change and other environmental issues? How can leaders
|Advanced Principles of Change Leadership||ORLD 7983, T01, 26657||R||6:00pm-9:00pm||Yang||The need for skilled change leadership across contexts is more pressing than ever. As our world is experiencing radical amounts and scale of change, leaders in all positions and in all sectors need the capacity to lead change – both planned and unplanned -- at both the project and the organizational/systems level. The ability to accurately anticipate and understand how individuals, organizations, and systems learn and change, and further, determine how to lead so that change happens in as constructive, humane, and effective way as possible is a key competency for ethical leaders. Through an introduction and analysis of change leadership theories, this course will provide students with key frameworks and approaches for designing and leading change at the organizational and systems level. Pre-requisite: ORLD 6200 and at least 9 ORLD credits.|
|Native American Philosophy||PHIL 2994, D01, CRN 26617||TR (online)||1:10-2:50pm (online)||Johnson||In this course, we will explore the story of this place, this Mni Sota Makȟóčhe which is Dakhóta homeland, through and along with the perspectives of a number of Dakhóta authors who discuss this land, the role of human beings in relation to this land and to others, the impacts of colonization, and much more.|
|Philosophy of Psychology||PHIL 3994, D01, CRN 26529/PSYC 3994, D01, CRN 26735||Online||Online||Hawthorne||Philosophy offers a lens into the discipline of psychology that lets students ask important questions about psychology. Are people innately good or evil? Are people who are neurodiverse ill, or just different? Do we really have free will? Are lawbreakers responsible for their actions? How can our minds be purely physical? Or aren’t they? Do non-human animals think and feel like humans? What’s the ethics of all this: How do we properly respect neurodiverse individuals, people who break laws, non-human animals? Professors will vary the questions asked and discussed in each offering of this course. Be in touch with the professor teaching the section for details.|
|Culture and Identity with Lab||PSYC 4994, D01, CRN 26653/D50, CRN 26654||MW; T (Online)||
10:05am-11:45am (MW-Online); 3:20pm-5:00pm (T-Online)
|Akibar||Students will examine relationships between intersectional identity factors (race/ethnicity, nationality, LGBTQ+, and more) to better understand the person in cultural context. Course materials will focus on bridging historical, social and developmental psychological approaches to critically analyze implications of these relationships on modern status of these groups.|
|Clinical Practice I||RTT 3991, W01, CRN 26706||MTWRF||TBD||Donahue||This course provides hands-on training in the clinical aspects of radiation therapy. This includes treatment procedures and the operation of state-of-the-art radiotherapy equipment to deliver radiation safely and accurately. It will begin to develop the student’s skills toward competency as an entry-level radiation therapist. Students will learn to interact professionally, ethically, and responsibly with staff and patients.|
|Concepts in Echocardiography||SON 2992, D01, CRN 26876||T (Online)||10:10-11:50am||Burns||This course builds on the knowledge and skills learned from cardiovascular anatomy and physiology as well as foundations in echocardiography. The intent of this course is to provide the student with the knowledge necessary to use echocardiographic measures to evaluate cardiomyopathies. Emphasis will be placed on the pathophysiology of cardiomyopathies, their etiologies, clinical presentation, and echocardiographic findings as well as the differential diagnosis. Strain echocardiography and its role in assessing cardiomyopathies will also be introduced in this course. And finally, the role of Left ventricular assist devices and the indications for cardiac transplantation will be discussed. Pre-requisites: SON 1620, SON 1630, and SON 2015.|
|Spiritualties for Discipleship and Ministry||THEO 6994, G01, 26716||W (online)||6:00pm-9:15pm (online)||Bischoff, Manns||In this course, we undertake the intrepid work of striving to understand Christian spiritualties as they are expressed through spiritual practice. We consider how expressions of Christian spiritualties have shifted over time and across space and observe the complementarity and disconnects between historical and contemporary expressions of Christian spirituality. The course is grounded in spiritual practices. As we discover these practices together, we will learn how these practices arose out of particular times and places, as well as how these practices have changed over time to meet the changing needs of communities. Our hope is to support you in developing spiritual practices for resilience that will sustain you as disciples in our contemporary, multi-religious and secular world.|
|COURSE TITLE||COURSE INFORMATION||DAY||TIME||INSTRUCTOR||DESCRIPTION|
|Addressing the Mental Health and Social-Emotional Needs of K-12 Students||EDUC 5993, G01, 41466||Online||Online||Amberg||Teachers will learn strategies to enhance the social-emotional well-being of their K-12 learners at the classroom and school levels. The course provides teachers with the opportunity to evaluate research on the impacts of social-emotional well-being curriculum, strategies and programs on student learning and to identify from that the most effective practices for their settings. Teachers will develop plans to integrate these findings into their own settings for the following school year. Using case studies teachers will look, in particular, for the critical attributes of successful intervention for students from various backgrounds, with particular attention to the needs of BIPOC students and children who have been impacted by trauma. Anti-bias, anti-racist pedagogies that reduce harms to BIPOC students' well-being will be reviewed as well.|
|Topics in Women's History: Growing Up Girl: Historical Perspectives on Girlhood Around the World||HIST 3740, S01, 41477/ WOST 3740, S01, 41478||Online||Online||Neiwert||Go to the mall and look in a children's clothing store and you can find a plethora of shirts with slogans empowering girls. What do these slogans mean and where do they come from? In this class, we will consider girlhood as a historical experience shaped by particular localities and experiences, asking questions like how does being a girl impact an individual's experience of colonialism, war, work, and consumer culture? How do race and class impact the construction and experience of girlhood?|
|Global Mental Health||HLTH 6992, G01, 41457||Online||Online||Ekwonye||This course is designed to focus on the global burden of mental health and the role of mental health research and practice in global health initiatives. It introduces students to a new understanding of mental health and explains why it is as important as physical health to the overall well-being of individuals, families, societies and communities. The course provides the latest epidemiological information on the magnitude, burden, economic and social consequences and effective public health interventions for people with mental health disorders worldwide. General principles of care and specific strategies for improving mental health in diverse international settings as well as common barriers will be covered. Across course topics, we will explore cultural issues related to mental health interventions and outcomes. Critical and creative thinking skills are highly encouraged throughout to discuss the issues involved in this relatively new area of study.|
|British Libraries, Archives and Museums||LIS 7963, G01, 41460||Online||Online||Yoon||
This course is as an alternative to the global studies course, British libraries, archives, and museums (LAM) to help students gain a global perspective of libraries, archives, and museums, of their roles and services by studying the premier digital collections available online. Students will produce a visual/ multimedia document on a digital publishing platform Scalar (www.scalar.me), on the pre-approved topic related to British LAM’s digital collections, resources and developments. Sample topics include selected specific collections or institutions related to a subject topic or historical figure, a digital conservation or preservation policy analysis, comparative studies of digital libraries or programs between the UK and the US and emerging technology employed in digital curation. Pre-requisite: LIS 7010 preferred, but not required.
|Information Ethics and Algorithmic Bias||LIS 7963, G02, 41465||T (online)||6:00-9:00pm (online)||Yukawa||The right to privacy – the right to read, consider, and develop ideas and beliefs free from observation or unwanted surveillance – is the foundation of intellectual freedom. Because information technology is becoming far more sophisticated and less transparent, protecting privacy and security in an age of misinformation is an urgent challenge for information professionals. A critical issue is the embeddedness of racial and social injustices in technological systems designed from a lens of whiteness. This course will examine these issues, as well as actions that LIS professionals can take to protect privacy, ensure security, and address the injustices built into technological systems.|
|Leading for Social Impact||ORLD 6993, T01, 41458||W (online)||6:00pm-9:00pm (online)||Nelsen||What do organizations like Finnegan’s Irish Amber Ale, Sunrise Banks, the African Development Center and Eureka Recycling have in common? In the DNA of these organizations and their leaders is the commitment to create social impact – a commitment to do well and do good at the same time. These mission-driven organizations found ways to recognize opportunities, mobilize resources, manage risks to build viable organizations. The course will explore the concepts of leading for social impact and how you can apply them in your daily work. By examining the role of a leader within different organizational structures such as for-profit, non-profit and governmental setting, we will explore questions such as: how to balance financial return and social return; how does a commitment to social impact change decision-making within the organization; how is strategic planning impacted. You will gain familiarity with the concept of social entrepreneurship, and the new B-Corp structure. Students will explore these concepts and leadership practices with case examples, lecture and discussion, including examples within the community. Pre-requisite: ORLD 6200.|
|Soul Care for Lay and Ordained Ministers||THEO 6992, G01, 41461||MR (online)||6:00pm-9:15pm (online)||Manns||Lay and ordained ministers are available to others in numerous professional and personal capacities. Yet, how much commitment is there to one’s availability to God? This introductory course focuses on nurturing one’s own soul. It is through Soul Care work that one encounters Sacred Presence, yet it requires that one engage in the necessary hard work of paying attention to the Holy One’s movements in their life experiences with self, others, and all creation. This course is highly experiential and reflective through presentations, assigned readings, small and large group dialogue, and personal reflection activities and papers.|